In her article, Pille Pipar emphasizes that the success of transitioning to Estonian-language education involves various stakeholders beyond just teachers and learners. While the capabilities and language proficiency of teachers are often the focus of discussions, the roles of school leaders, parents, and students themselves are equally crucial in shaping the educational landscape. This broader perspective sheds light on the complex dynamics at play in ensuring a smooth transition to Estonian-language instruction.

The Estonian Language Institute's (EKI) Keelesammu program has been actively providing training for over a thousand individuals in Estonian language instruction and has conducted integration-related training for nearly 2,000 education professionals starting from 2023. Despite the ongoing training programs and available slots, there remains a persistent issue where even motivated teachers struggle to attend these training sessions. Pipar points out that the barriers to participation need to be addressed to support teachers in their professional development effectively.

A study commissioned by EKI and conducted by Norstat at the end of last year has revealed that while teachers express readiness to participate in training, many face obstacles related to motivation and time constraints. This indicates a need for a more structured approach to support educators and emphasizes the importance of addressing the systemic issues that hinder access to training. Through comprehensive solutions that include all stakeholders involved in the education process, the transition to Estonian-language education can be more effectively managed and supported.